Performance Task (Summary in G.R.A.S.P.S. form): (T)
Goal: Create a sample script and scene of a modernization of Romeo and Juliet. Role: You are a group of young screenwriters, hoping to get your big break. Audience: A board of movie producers looking for a modernization of Shakespeare's Romeo and Juliet. Situation: You are trying to get your modernization of Romeo and Juliet made into a feature length film. Product/Presentation: A taped sample of your script. Standards (Criteria from both rubrics - product and presentation): Enthusiasm (25%), Preparedness (15%), Content (20%), Collaboration with peers (15%), Speaks clearly (10%), Listens to others presentations (15%).
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence (OE)
• Comic Life: Students will use this technology to illustrate specific bits of challenging language.
• iTunes: Students will compile playlists focused on expressing the meaning of different scenes in Romeo and Juliet.
• Google Docs: Create group newspaper to discuss the events and customs of the time period.
• Glogster: Use media from today and the Elizabethan period to contrast them.
• Blog: Blog as an assigned character throughout the unit.
• Fakebook: Create "fakebook" accounts for various characters.
Student Self-Assessment and Reflection
Self-Assessment (SA)
• Quick write to flesh out what they understand about the character relationships in Romeo and Juliet.
• Handprints to express what they learned about the historical context of Romeo and Juliet that day.
• Exit tickets before leaving the room asking them something that they have learned today, and any questions that they still have.
• "Every pupil response" activity, where they will be given two colored index cards, each color corresponding with yes or no answer, and they will respond to my questions regarding the covered material this way.
• "Circle, triangle, square" tactic to show me where they are in their understanding of the relation of the social structures and setting, with the themes and character development.
• "Pop it" will be used to assure that each student is comfortable with the lesson, and the unit before final assessment.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• Literature from even the Elizabethan age, such as William Shakespeare's Romeo and Juliet, has themes that are relevant and relatable to life today, and understand character development as a result of these themes.
• Common Core State Standards Content Area: English Grade Level: Grade 9-10 Domain: Reading - Literature Cluster: Key Ideas and Details Standards: #4 Determine the meaning of works and phrases as they are used in the text including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Themes are found in literature, and explain the central idea and meanings of the story.
• These themes are not confined to strictly the time period of the piece, and can be found in today's world.
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
You are a group of young screenwriters looking for you big break. You have just heard about an amazing opportunity to get one of your scripts produced! All you have to do is take a scene (which I will assign to you) from Shakespeare's Romeo and Juliet and translate both the words and the social contexts to appeal to a "hip young" audience! You can use whatever genre you'd like (drama, comedy, horror, musical, etc) as long as it is appropriate (come talk to me if you have any doubt about whether your idea is appropriate.) Once the scene is filmed, and the script has been turned in, you will show your sample to a board of movie producers. Have fun, and good luck!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• iMovie
• Film screening.
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: You are a group of young screenwriters, hoping to get your big break.
Audience: A board of movie producers looking for a modernization of Shakespeare's Romeo and Juliet.
Situation: You are trying to get your modernization of Romeo and Juliet made into a feature length film.
Product/Presentation: A taped sample of your script.
Standards (Criteria from both rubrics - product and presentation): Enthusiasm (25%), Preparedness (15%), Content (20%), Collaboration with peers (15%), Speaks clearly (10%), Listens to others presentations (15%).
• iTunes: Students will compile playlists focused on expressing the meaning of different scenes in Romeo and Juliet.
• Google Docs: Create group newspaper to discuss the events and customs of the time period.
• Glogster: Use media from today and the Elizabethan period to contrast them.
• Blog: Blog as an assigned character throughout the unit.
• Fakebook: Create "fakebook" accounts for various characters.
• Handprints to express what they learned about the historical context of Romeo and Juliet that day.
• Exit tickets before leaving the room asking them something that they have learned today, and any questions that they still have.
• "Every pupil response" activity, where they will be given two colored index cards, each color corresponding with yes or no answer, and they will respond to my questions regarding the covered material this way.
• "Circle, triangle, square" tactic to show me where they are in their understanding of the relation of the social structures and setting, with the themes and character development.
• "Pop it" will be used to assure that each student is comfortable with the lesson, and the unit before final assessment.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
Content Area: English
Grade Level: Grade 9-10
Domain: Reading - Literature
Cluster: Key Ideas and Details
Standards: #4 Determine the meaning of works and phrases as they are used in the text including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Images: 15%
•Point of View: 20%
•Soundtrack- Originality: 10%
•Grammar- 20%
•Duration of Presentation- 15%
•Preparedness 15%
•Content 20%
•Collaboration with Peers- 15%
•Speaks Clearly- 10%
•Listens to Other Presentations 15%